BSC classrooms are designed for students whose behavior and emotional needs are the primary disruption to their learning.  This option is used only when exhaustive interventions have been implemented without adequate success in the child’s general education and special education resource program at their home school.

A primary goal is to assist the student in managing their behavior so that they can successfully participate in the general education setting.  In order to ensure success, there is a controlled schedule of reintegration in the academic general education setting based on the student’s behavioral achievements.  In addition, regardless of this schedule, each student is included in daily activities with the general education peers to the greatest extent possible.  The ultimate goal is that students have the skills needed to be reintegrated back to their home school.   Behavioral management techniques are based on behavioral and cognitive theories of intervention.  Academic needs are met through instruction planned to fit the student’s individual instructional needs.

The SAILS classroom is designed to maximize the positive educational outcomes of students with developmental disabilities. This classroom is designed to promote independence with both academic skills and activities of daily living (ADLs).

This type of classroom uses evidence based instructional strategies to teach skills that are necessary to live beyond the classroom. Some key structures of this setting include:

• personal schedules

• functional instruction

• vocational training within the classroom

• job readiness 

A majority of students in this program are placed on the Dynamic Learning Map, which is the alternate state assessment.

The STEPS classroom is designed for students that benefit from a structured academic day as well as specialized support and interventions. This classroom is designed to provide a smaller setting to improve academic achievement, work habits, and appropriate communication and behaviors for school. The STEPS classroom is modeled to build independence and self-regulation skills.

In this classroom, teachers use evidence-based instructional strategies to reinforce pro-social behavior skills as well as teach academics that cater to specific learning styles.